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1 DOCUMENT RESUME ED FL AUTHOR Spener, David TITLE Setting an Agenda for Study in Home-Based ESL r.lasses with Native Speakers of Spanish. PUB DATE 90 NOTE 7p. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE DESCRIPTORS MF01/PC01 Plus Postage. *English (Second Language); *Group Discussion; *Home Study; *Literary Education; Second Language Instruction; *3panish Speaking; Student Educational Objectives; Teaching Methods; Volunteers ABSTRACT A method for volunteer teachers to help students set learning objectives in a home-based English-as-a-Second-Language program for native Spanish-speakers is presented. The philosophy is that in this kind of learning program, real-life language situations are most appropriate for language study and mastery, and that those situations are best chosen by the students themselves. The method involves asking questions of the group as a whole concerning English language use, and difficulties, goals, and personal interests. Each student responds in turn to each question, and responses are recorded. Themes are then extracted from the responses and prioritized by the group. A planning form is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

2 SETTING AN AGENDA FOR STUDY IN HOME-BASED ESL CLASSES WITH NATIVE SPEAKERS OF SPANISH by David Spener This document was written for use by volunteer ESL literacy teachers working in Washington, DC with the Spanish Education Development Center's project called INGLES EN SU CASA (English at Home). It describes how teachers can conduct bilingual (Spanish- English) discussion workshops where Spanish-speaking students choose the situational and thematic content to be included in the core syllabus for their ESL classes. The format described was used by the author with the classes he taught for INGLES EN SU CASA in It does not represent official policy or practice at the Spanish Education Development Center. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This documen, has been reproduced as received from the person or organization originatino.! Minor changes ha% e been made to improve reproduction Quality Points of view or opinions stated in this docu merit do not necessarily represent official OERI position or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BLIEN GRANTED BY.1)-!-5-42etk1r TO THE EDUCATIONAL RES. URCES INFORMATION CENTER (ERIC)." rnpy AVAII ARI F 2

3 INGLES EN SU CASA SETTING AN AGENDA WITH YOUR GROUP In learning and teaching Lnglish, there are some things that everybody must learn regardless of their life situation. These are the "fundamentals" of the language--its grammar, spelling, pronunciation, et cetera. For each group and individual, however, it is still necessary to choose real-life language situations to study and master in English. The philosophy of INGLES EN SU CASA is that these situations can in most cases best be chosen by the students. In this way, the teacher can be sure that the content material of the class is relevant to the lives of her students. The following is an activity to help you and your group chart a course for the content material to be covered in your class. As a group, consider the questions below. Write each question in Spanish and English on a separate sheet of newsprint and tape the sheets to the wall where everybody can see them clearly. Beginning with the first question, ask each group member the question individually and write her name and response on the newsprint beneath the question. If another person has the same response, add his name to what was already written. When everybody has spoken, continue on to the next question. The same situation may be named as a response to more than one question. 1. Ocinde y con quion es que Ud. usa el inglas para comunicarse? Where and with whom do you currently use English? 2. 06nde y con quigin es que Ud. urgentemente necesita usar el ingles para poder comunicarse? Where and with whom do you urgently need to use English? 3. Ouiles son las situaciones diarias en que Ud. tiene mis dificultades por no saber ingles? What are the daily situations with which you have the most trouble be'ause you don't know enough English? 4. LQue es lo que a U. mess le interesa aprender en este grupo sobre los Estados Unidos? Puede ser algo de la vide diarist las costumbres, la historic, el gobierno, las diferentes gentes del pais, las leyes, cualquier cosa. What do you most want to learn about the United States? It might be something about its daily life and customs, its history, its government, laws or its different peoples, anything you're interested in. 3

4 5. aiene Ud. algo especial, algdn interim que Ud. doses estudiar como parte de su participation en este grupo? Por ejemplo, algo relacionado con su trabajo o con una diversion que tenga. &Quo serf? Is there anything special, some personal interest, that you would like to study as part of your participation in this group? An example would be something related to your occupation or a hobby you might have. What would it be?

5 ESTABLISHING PRIORITIES FOR THE GROUP'S STUDY AGENDA As a group, look at the responses to questions 1, 2, and 3. Together, you need to decide which situations are most important for the group to study as part of the English class. Look at the answers to the different questions above. Identify the situations that appear under more than one of the questions. Situations where English is already being used, where its use is urgent, and where lack of English proficiency makes the situation especially difficult are possible priorities for the group. Copy these responses on a new sheet of newsprint. Ouiles son las situaciones que s' repiten bajo mis de una pregunta? 0 sea, Lcuiles son las situaciones donde alguien ya usa el inglits, donde su use es urgente, y donde la falta de Ingles dificulta mucho? Hagamos una lista. (What situations are repaeated under more than one question: In other words, which are situations where English is used already, where its use is urgent, and where lack of English is causing the most problems? Let's make a list.) Now look at the possible priorities. For each situation, discuss whether each situation is something experienced currently by the majority of group members. Then discuss whether or not the group feels that the situation is something worth spending time studying in class. If the situation is not experienced by the majo ity of people in your group, and/or the majoirty of members don't think it's worth spending class time on, cross it off the list of priority items for the agenda. LCuintas personas aqui experimentan esta situvcion actualmente? &Vale la pena estudiarla en la class? Po quoit? (How many people here experience this situa :ion currently: Is it worth spending time studying it in class? Why?) 5

6 Look at the remaining situations. the group's initial "syllabus". As of situations to consider. Number These will become the core of a group, decide upon the order them. an quo orden debemos tocar estos temas en la clime? (What order should we follow for these themes?) Now that you have chosen the priority situations for the group to study and have ordered them, you are ready to prepare the agenda document for your group. Use the attached form. Responses for questions 4 and 5 do not need to be prioritized for the group. Explain that things to study about the United States will be for enrichment and that you will be preparing materials and activities to complement the group's "core" agenda. Individual interests will be worked on individually with the instructor. Photocopy the document and give it to your students to keep and consult. When you have filled out the agenda document, call INGLES EN SU CASA's teacher trainer to set up an appointment to identify activities an materials to implenient your group's agenda.

7 1 PLAN DE ESTUDIO ESTUDIANTES: PROFESOR: SITUACIONES PARA ESTUDIAR EN INGLES HISTORIA, CULTURA, Y GUBERNACION DE LOS ESTADOS UNIDOS INTERESES PARTICULARES

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